Volume : 12, Issue : 5, MAY 2026

FACILITATING TECHNOLOGY-BASED APPROACHES IN READING PROFICIENCY INSTRUCTION AMONG GRADE 5 LEARNERS

JACKYLYN A. NATINGOR, NESTOR G. AÑASCO, JOVENIA C. TAPIC, IRESH E. SALIM, MARILYN M. MIRANDA EDD, DPA

Abstract

The focus of this study was on technology usage in reading instruction and its relationship with the Grade 5 English performance. The study was conducted during the 2024-2025 schoolyear at four public elementary schools in City of Naga, Cebu. Fifty-eight subjects — 48 students and eight teachers participated. Surveys will collect data on general information of the participants, chapters/regulations in class regarding the kind of reading strategies employed (intensive, extensive and blended reading), pupils performance in English per using MELCs, and common seem challenges teachers face for teaching Reading.

Results indicated that most teachers were in reasonable ages and had potential to perform their teaching ability. Instead, many still relied on comprehension focused activities rather than promoting independent and more expansive reading for students. This made them very hard for some of the pupils to understand, which there for decreased their self-confidence and interest in reading. But even after demonstrating that they could understand simple stuff, their level of English was still below the standard.

Article : Download PDF

Cite This Article

IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 9

Number of Downloads : 7

References

1. Department of Education. (2020). Most Essential Learning Competencies (MELCs) for English. Republic of the Philippines.

2. Day, R., & Bamford, J. (2018). Extensive reading in the second language classroom. Cambridge University Press.

3. Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge.

4. Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

5. Nation, I. S. P. (2022). Teaching ESL/EFL reading and writing. Routledge.

6. Rasinski, T. V. (2017). Readers who struggle: Why many struggle and a modest proposal for improving their reading. The Reading Teacher, 70(5), 519-524.

FOOTNOTES

1. Most Essential Learning Competencies (MELCs): A modified curriculum framework implemented by the Philippine Department of Education to focus on the most critical skills and knowledge learners must acquire.

2. City of Naga, Cebu Division: A specific local governance division under the Department of Education (DepEd) Region VII, Central Visayas, Philippines, where the target schools (NPC-Colon Integrated School, Patag Elementary School, Balirong Elementary School, and Jaguimit Elementary School) are located.

3. Intensive Reading (IR): A reading approach characterized by the careful, focused reading of short texts to extract specific information and understand exact details.

4. Extensive Reading (ER): A reading approach where learners read a large amount of self-selected, easily comprehensible material at their own pace to build reading speed, fluency, and motivation.